Relevant Minnesota or Nat’l Content Standards:
-Acquire, organize, and analyze information and use geographic tools to draw conclusions about historic or current national and global environmental change -Calculate distance, scale and area, to inform study of historic or current national and global environments
Learning Objective: Key Understanding(s) you intend students to obtain:
-Concepts such as: location, region, place, and migration, as well as human and physical systems
Assessment Evidence
What do you want your students to know?
-Students will know the vocabulary from chapter 3 of the textbook. -Students will remember vocabulary from previous chapters
What do you want students to be able to do?-Students will be able to use the terms to show understanding of different aspects of culture and how it ties into economics and choices.
-Use basic equations to show and reflect economic indicators and culture.
-Use latitude and longitude-Cardinal directions and other key basic Geographical tools
Group Accountability (Formative) How will you check to see whether your class has met your learning objectives?
-Discuss test taken-Short quiz and discussion of past information to reinforce retention
Individual Accountability (Summative) How will you check to see if individuals have acquired the knowledge/skills you expected them to learn?
Formal quiz for grade later in the week
Learning Plan
What key vocabulary/language will students need to know to meet the learning objective? Multicultural, Acculturation, Famine, Command Economy, Market Economy, Mixed Economy, One-Crop Economy, Emigrant, Immigrant, Refugee, Popular Culture, Domestication, Subsistence Farming, Commercial Farming, Demographers, GDP, GNP, Birth/Death Rate, Population Density, Imports, Exports, Per Capital Income, Interdependence, Race, Culture, Cultural Traits, Ethnocentrism, Civilization, Literacy Rate, Economic IndicatorsLatitude, Longitude, Cardinal Directions, Intermediate Directions, Scale, Hemisphere, Equator, Prime Meridian, Poles, Degrees
How will you teach this key vocabulary to enable students to meet the learning objective?
-During review session, use guiding questions to enable students to understand, make connections, and give definitions.
What is the Essential/Guiding Question(s) for this Lesson? (It should correlate to your learning objective.)
-What is the difference between longitude and latitude and how do they locate something?
-What are the connections between geographical tools and cultural differences?
How will you differentiate for all the learners (ELL, Sp. Ed., poverty, gifted, etc.) in your class? Differentiation Options: questions, stems, sentence frames, strategies, etc.
Students needing extra assistance were giving the opportunity to take quiz outside the room with more time and with aid assistance.
Materials/Resources Required:
QuizGraded Tests
SCHEDULE OF ACTIVITIES
Method/Strategy(What will you do? What do you expect students to do? Include set induction and closing.)
Time Allotment
Discuss where were headed in the next chapter
2 min
Pass back tests and go over each question
20 minutes
Formative quiz on basic Geo Principles learned early during the first chapter of test
10 minutes
Went over the quiz. Students graded it themselves and turned it in.
5 minutes
Continued discussion on moving forward into brief economic unit
Lesson Template
-Acquire, organize, and analyze information and use geographic tools to draw conclusions about historic or current national and global environmental change
-Calculate distance, scale and area, to inform study of historic or current national and global environments
-Concepts such as: location, region, place, and migration, as well as human and physical systems
-Students will know the vocabulary from chapter 3 of the textbook.
-Students will remember vocabulary from previous chapters
-Use basic equations to show and reflect economic indicators and culture.
-Use latitude and longitude-Cardinal directions and other key basic Geographical tools
How will you check to see whether your class has met your learning objectives?
-Discuss test taken-Short quiz and discussion of past information to reinforce retention
How will you check to see if individuals have acquired the knowledge/skills you expected them to learn?
Formal quiz for grade later in the week
Multicultural, Acculturation, Famine, Command Economy, Market Economy, Mixed Economy, One-Crop Economy, Emigrant, Immigrant, Refugee, Popular Culture, Domestication, Subsistence Farming, Commercial Farming, Demographers, GDP, GNP, Birth/Death Rate, Population Density, Imports, Exports, Per Capital Income, Interdependence, Race, Culture, Cultural Traits, Ethnocentrism, Civilization, Literacy Rate, Economic IndicatorsLatitude, Longitude, Cardinal Directions, Intermediate Directions, Scale, Hemisphere, Equator, Prime Meridian, Poles, Degrees
-During review session, use guiding questions to enable students to understand, make connections, and give definitions.
-What is the difference between longitude and latitude and how do they locate something?
-What are the connections between geographical tools and cultural differences?
Differentiation Options: questions, stems, sentence frames, strategies, etc.
Students needing extra assistance were giving the opportunity to take quiz outside the room with more time and with aid assistance.
QuizGraded Tests